Luther :: essays research papers

A thousand years is a long time. So how do you pick the most influential person of the last thousand years? Its practically impossible to do. But almost everyone will agree that one of the most influential characters in the millennium was Martin Luther, father of the protestant church.   Ã‚  Ã‚  Ã‚  Ã‚  Luther was born November 10, 1483 in Eisleben, Thuringia (a province noted for its many musical talents, including Johann Sebastian Bach). Luther was brought up in the strict religious atmosphere of the roman catholic church. After attending the Latin Schools at Mansfeld, Magdeburg, and Eisenach, he entered the university at Erfurt in 1501. From this institution he received a bachelors degree in 1502 and a masters degree in 1505. During his student years, Luther was terrified by thoughts of the wrath of G-D. He continually sought a means of finding inward peace. To achieve this goal, he entered an Augustinian Monastery on July 17, 1505 to become a monk. Two years later, he was ordained a priest. In 1508 Luther was appointed professor of philosophy at Wittenburg university, and he also studies there to get the doctor of theology degree in 1512. In 1515 Luther was appointed Augustinian Vical for Meissen and Thuringia.   Ã‚  Ã‚  Ã‚  Ã‚  During the period of his appointment as vicar, Luther underwent a modification in his views and beliefs. He was still devoted to the church, but in his continued quest for inner peace, he turned from religious philosophy to the bible for the basis of his belief. These conclusions ultimately led Luther to combat some practices of the church.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Luther verus the church. A classic case of David and Goliath. There were many reasons Luther went against the church. But the sale of indulgences by Johann Tetzel in 1517 at a church near Wittenberg enticed Luther into action in the first place. Tetzel preached that buying indulgences would grant you a better place in heaven. On October 31, 1517, at the age of 33, Luther nailed his Ninety-Five Theses (1) to the castle church door at Wittenberg. This was not intended as a decisive attack on the church, and he did not want this to be circulated. However, the new spread quickly through Germany withing the next two weeks.   Ã‚  Ã‚  Ã‚  Ã‚  Later in 1518 Luther boldly denied the absolute power of the church. On March 3rd , 1519, Luther wrote a letter to Pope Leo X. In the letter he stated that it was not his intention to undermine the authority of the pope or the church.

Early Childhood Education: Impact on Cognitive and Social Development Essay

Abstract There has been a great deal of research conducted in the subject matter of early childhood education. During the preschool years, the human brain is growing rapidly and extremely sensitive to new information. Researchers have conducted studies in an effort to show a correlation between enrollment in early education and cognitive and social development. This paper will provide a brief overview of the results from the following: the Head Start program studies, the High/Scope Perry Preschool study, and the Child Parent Center in Chicago. This paper will also discuss the impact of childcare facilities on child development. The vast amount of research provided by these studies effectively shows an increase in cognitive development in the preschoolers that were enrolled and found that negative social behaviors were reduced as a result of early education intervention. The research indicates that all children exhibited signs of cognitive and social growth, but that underprivileged children were impacted the most. Child- care facilities were not as productive furthering childhood development. This paper will conclude by addressing the need of well-developed preschool programs and the need for well-educated teachers in the preschool environment. Keywords: early childhood education, preschool, cognitive and social development Early Childhood Education: Impact on Cognitive and Social Development Preschool is a term that defines early childhood education for children ranging from ages two through four years old. Preschool programs normally consist of federally funded programs, state and local preschools, and child care facilities. Preschool enrollment has increased dramatically over the last few decades. Approximately 75% of four year olds and 50% of three year olds are enrolled in a preschool center, which is a statistically significant contrast from 10% in the 1960’s (Barnett, 2008). Not only has there been an increase of children enrolled in public preschools, but also in private preschools (Barnett, 2008). This increase may be attributed to the need for childcare as the work force shifted from a single income to dual income household or the desire to equip children with the necessary skills to help them in their educational career (Barnett & Yarosz, 2007). Winter and Kelley (2008) reported that many early childhood teachers found that nearly one-third of their students were deficient in certain areas that were sure to hinder their educational success (p.260). There have been many studies conducted to try and define the impact of preschool on a child’s development. Researchers have studied Head Start programs across the country, the High/Scope Perry Preschool, the Child Parent Center in Chicago among others, and child care facilities. Early Childhood Education research has shown that preschool has an impact on a child’s cognitive and social development, with the greatest impact on minority and disadvantaged children. Developing Brain. Most parents and educators know that a child’s brain, from birth to approximately five years of age, is exceptionally vulnerable to the learning of new skills and concepts. Winter and Kelley (2008) state that the â€Å"neural connections or ‘synapses’ develop at a phenomenal rate during this time† which aids in developing a â€Å"foundation for later skill acquisition† (p. 263). Due to the brains extreme susceptibility during the preschool years, not only do preschoolers develop cognitive skills they need, but also socio-emotional skills. Mai, Tardif, Doan, Liu, Gehring, and Luo (2011) conducted a study of positive and negative feedback in preschoolers, which showed that preschoolers are â€Å"more responsive to positive feedback than to negative feedback† (p. 5). They concluded that the importance of the amount of positive feedback was significant enough that it may stimulate preschoolers desire to learn (Mai, et al, 2011). Researchers have found that during this early period of childhood development, children are able to boost gross motor skills and acquire language (Winter & Kelley, 2008, p. 262). Due to the unique nature of the brain during preschool years, experiences or lack of can impede child development (Winter & Kelley, 2008, p. 263). In a study conducted by Burger (2012), a toddler’s working memory can positively impact a child’s behavior and has a positive influence over a child’s math and reading ability (p. 210). A young child’s brain, if stimulated inappropriately, can have an adverse impact on cognitive and social development. A child’s cognitive development is connected to their social development. Willis and Schiller (2011) propose that â€Å"positive early experiences promote optimum brain development, which impacts all areas of development (para. 1). Impact of Government Preschool Programs In 1965, the Head Start program was created in an effort to provide â€Å"an array of social, health, and educational services for young children and their families† (Winter & Kelley, 2008, p. 261). This program is federally funded and targets underprivileged children. Underprivileged children are more susceptible to fall behind or to not complete their education due to lack of early education intervention. There is documentation that shows that minorities and poor children struggle with â€Å"language, literacy, social, and other skills needed† (Child Trends & Center for Child Health Research, 2004; Early et al, 2007), than children who are not underprivileged (Winter & Kelley, 2008, p. 260). Burger (2009) reports that a majority of children from low socio-economic backgrounds are more likely to: experience grade repetition, to require additional educational assistance throughout their school career, or ultimately become high school dropouts (p. 142). Ludwig and Phillips (2007) reported the findings of an evaluation completed by Garces, Thomas, and Currie (2002) that compared siblings, either attending or not attending the Head Start Program (p. 4). They wrote that the sibling that attended Head Start were 22% more likely to graduate and 19% more likely to seek higher education (p. 4). The National Impact Study (NIS) is one of the most in depth study on the Head Start program, and involves a random compilation of children enrolled in Head Start throughout the country between the ages of three and four years old (Pianta, Barnett, Burchinal, & Thornburg, 2009, p.  59). This study showed that there was minor cognitive and social growth over a nine month period. Barnett (2008) reported an increase of 0. 20 standard deviations on cognitive development and a decrease of 0. 05 standard deviations in negative social behavior, such as hyperactivity for three year olds (p. 6). However, upon completing a follow up on the study, the cognitive benefits gained by the children were no longer observed at the end of their kindergarten school year (Pianta, Barnett, Burchinal, & Thornburg, 2009, p.  59). Parents reported positive changes in their child’s dental and physical health and the research indicates an increase of 0. 12 standard deviations (Barnett, 2008, p. 6). There was a case of four year olds that experienced greater cognitive development. This was illustrated by the Peabody Picture Vocabulary Test, which had an increase of 0. 20-0. 27 standard deviations (Barnett, 2008, p. 7). The Tulsa Head Start program was designed with a vision to help children develop skills for school readiness. This preschool program is funded by the state and is a part of the Tulsa Public School system; therefore, teachers must possess a Bachelor of Art degree and have a certification in early childhood education (Gormley, Phillips, & Gayer, 2008). The Tulsa Head Start program study compared the Tulsa Public School (TSP) pre-kindergarten against the Tulsa Head Start program. The study showed that the TSP pre-kindergarteners showed vast improvement in letter-word identification, spelling, and applied problems, whereas the Tulsa Head Start preschoolers’ results were deemed notable (Gormley, Phillips, & Gayer, 2008). While Head Start programs are supposed to adhere to a â€Å"national standard† (Pianta, et al, 2009), many do not have the same requirements (p. 55). Pianta and his colleagues (2009) explain that most teachers working for Head Start programs make less than $26,000 per year, with the exception of Tulsa Head Start whose teachers earn a regular teacher salary (p. 55). This may explain why the results of the Tulsa Head Start studies are not typical compared to other Head Start studies (Barnett, 2008, p. 7). Teacher qualifications of the Head Start employees may have an impact on the low levels of development observed of children in the program. Before 2011 Head Start teachers (excluding the Tulsa Head Start teachers) were not required to obtain an associate degree and directors did not have to possess a bachelor degree (Pianta, et al, 2009). However, Pianta and his colleagues (2009) report that by the year 2013, at least half of all Head Start teachers will be required to obtain a bachelor’s degree (p. 55). Because the Head Start studies were conducted in varying locations and on a variety of children, it is difficult to pinpoint the exact impact of cognitive and social development for each child. The rate of attendance also varies on location. Some Head Start programs have fewer than five days of scheduled class per week, while others attend the program five days a week during an entire school year (Pianta, et al, 2009, p. 54). Major successes of the Head Start programs appear to be achieving higher educational levels and improved health for children. The Head Start program reduced the mortality rate of children between the ages of five and nine years old (Barnett, 2008, p. 8) and provided a cognitive advantage in school achievement (Reynolds & Ou, 2011, p. 556). There were no extraordinary impacts on children’s social development throughout the Head Start studies. The program, however, has received conflicting reviews. Williams (2010) explains that because there is no orderly way to measure the effects of this program, there have been reports of positive â€Å"short-term gains in cognitive functioning† (p. 4) and the program has received criticism for only producing short term benefits (Williams, 2010, p. 4). Impact of Public Preschool Another option for children is a public preschool program. There are public preschools that function similar to the Head Start program, in which they target children from low income families. The teaching credentials of preschool teachers differ from other educators in the public school system and vary throughout different states. The requirements for public preschool teachers range from possessing a Child Development Associate (CDA) to a bachelor’s degree (Pianta, et al, 2009, p. 55). Public preschool programs tend to be successful in the area of cognitive and social development due to the increase of attention from the teacher (Barnett, 2008, p.8). The topic of teacher quality in preschools is of a major concern and can have a direct impact on childhood development. Winter and Kelley (2008) explain that the development of a child’s social behavior correlates with the quality of the teacher (p. 263). The most significant research on public preschools stems from the High/Scope Perry Preschool study. In this study that lasted for two years, approximately 130 children, minority and underprivileged, were either enrolled in a half-day preschool or assigned to a control group (Barnett, 2008, p. 9). These participants were chosen by the following criteria: â€Å"low levels of parent education, socioeconomic status, and low intellectual performance† (Williams, 2010, p. 4). The results were astounding. Barnett (2008) reported that language and basic cognitive skills increased by approximately 0. 90 standard deviations (p. 9). The cognitive advantage was short-lived as children from the control group were caught up during kindergarten (Barnett, 2008, p. 9); however, Reynolds and Ou (2011) determined that there was an advantage on educational attainment (p. 556). The Perry study also showed evidence of social development in later years. The students demonstrated appropriate classroom etiquette, had lower levels of delinquency, and a higher rate of commencement (Barnett, 2008, p. 9). Burger (2009) explained that the Perry study is unique in nature due to the environment of the classroom (para. 5. 2). He added that preschools similar to the Perry preschool have â€Å"low child-to-staff ratios† (Burger, 2009, para. 5. 2), so teachers are able to be readily available to their students. Another influential study on preschool impact is the Child Parent Center (CPC) study on a preschool in Chicago. This program was directed more for children from the ages of three to nine years old (Williams, 2010, p. 5). This preschool is tailored to low-income families that includes â€Å"a half-day preschool, kindergarten, and a follow-on elementary school component† (Barnett, 2008, p. 11). The results of all CPC studies were positive for impact on children’s cognitive development (Barnett, 2008, p. 12). The CPC study showed that participating preschoolers had higher test scores up until eighth grade, a reduction of delinquency, and observed an increase in the percentage of high school graduates (Pianta, Barnett, Burchinal, & Thornburg, 2009,p. 62). Reynolds and Ou (2011) also evaluated the CPC study and found that former students tend to have less risk of experiencing depression and generally have higher occupational stature (p. 558). The National Institute for Early Education Research (NIEER) reports that the Abbott Preschool Program has had a tremendous effect on child development as measured in 2005 and 2006 with the Abbot Preschool Program Longitudinal Study (APPLES) (Study of Abbott, 2007). The Abbott Preschool was opened in 1999 and was put in place to serve the â€Å"highest-poverty school districts† (Study of Abbott, 2007) in the state of New Jersey (Study of Abbott, 2007). This preschool program showed positive cognitive growth in their students through their kindergarten year. The students enrolled showed significant achievements in English, reading, and mathematics (Study of Abbott, 2007). This program not only measured student progress, but also took into account the quality of the classroom. The study found a significant increase in â€Å"child learning, language and reasoning, activities and interactions, and program structure† (Study of Abbott, 2007). Other studies of public preschools provided results depicting social development and school preparedness (Barnett, 2008, p.10). Pickens (2009) explains that public preschool programs â€Å"show a positive impact on children’s behavior outcomes, especially for children living in poverty† (Barnett, 1995; Peterson & Zill, 1986). In the preschool setting, children are exposed to other children from different backgrounds, different personalities and different ethnicities. During this time in childhood development, children begin to learn social behavior. Pickens (2009) explains that these social behaviors are influenced by their teachers and classmates (p. 263). Participation in the preschool setting allows children to learn how to interact with classmates and encounter situations that can mold their cognitive development (Willis & Schiller, 2011). Attending a preschool class helps to enable a child to learn to regulate their emotions, communicate effectively with others, cooperate with others, and to follow directions (Pickens, 2009, p. 263). Children model what they see. Pickens (2009) urges educators and parents to assist children in developing healthy behaviors in an effort to avoid a negative path of behavioral and academic issues (p. 264). Impact of Child Care Facilities Child care facilities can consist of home-based child care or child development centers (with some centers offering half-day preschool programs). These facilities are normally center-based and care for infants from six weeks old to three year olds (Pickens, 2009, p. 262). Child care facilities were â€Å"found to have the smallest initial effects on children’s learning and development† (Barnett, 2008), while home-based daycare had no effect on building cognitive skills (p. 5). This is not to say that all home-based daycares are not able to provide some cognitive benefit to children. If a home-based child care program is well-developed and provides a â€Å"high-quality† (Winter & Kelley, 2008), then children are more likely to benefit cognitively (p. 263). This high-quality can also make a difference in child care centers. The National Institute of Child Health (NICHD) and Human Development Study of Early Child Care and Youth Development (SECCYD) showed that â€Å"higher quality care†(Belsky, Burchinal, McCartney, Vandell, Clarke-Stewart, & Tresch Owen, 2007) had a positive impact on children’s vocabulary skills (p. 681). The NICHD SECCYD conducted future evaluations and found that some effects wore off at four and a half years old, while when evaluated in third grade the children had â€Å"higher scores on standardized tests of math, memory, and vocabulary skills† (Belsky, et al, 2007). The cognitive long-term benefits of attending child care may result in an increase in household income caused by working mothers; however, working mothers tend to spend less time with their children (Barnett, 2008). Just like preschool, child care can benefit underprivileged children. Belsky et al (2007) stated that â€Å"child care can serve as an effective intervention for low-income children† (Hart & Risley, 1995) that live in a household lacking in literary skills (p. 697). Barnett (2008) mentioned that some studies show an actual regression of social development as children were more prone to be aggressive (p. 6). Winter and Kelley (2008) also report that the amount of time a child spends in child care has an impact of negative behaviors when they reach elementary school (p. 263). Others believe that a child’s negative behavior is may correlate with the amount of time spent in day care. Pianta and his colleagues (2009) found that children who spent the least amount of hours in day care had less troublesome behavior (p. 58). Just as the quality of the Head Start and preschool teacher had an impact on the child, so does the caregiver at a child care center. The lack of academic qualifications of child care workers or lack of academically challenging curriculum can attribute to the small cognitive development observed in children who attend child care versus a more academically centered program. Meyers (2007) reports that the approximately two and a half million child care teachers are some of the lowest paid, only earning approximately $18,000 annually (para. 1). This is significantly lower than other early education teachers. The cognitive and social impacts on children are strongly related to child-to-teacher ratio, total number of children in a room, and the teacher’s qualifications (Clothier & Poppe, 2007). However, it has been noted that the amount of attention the caregiver offers to the child can have an impact on their social and cognitive development (Pianta, Barnett, Burchinal, & Thornburg, 2009, p. 58). Conclusion There are noticeable short-term and long-term impacts on a child’s development, cognitively and socially, with the aid of early childhood education programs. Because the brain is vulnerable at this age it is in these years that children experience â€Å"dramatic improvements† (Mai, et al, 2011) in their cognitive and social abilities. The government funded program, Head Start, has indicated that while children do show immediate, moderate growth in cognitive development, social benefits were not as prominent. This program has proven to be beneficial to children from low- income families, as it has resulted in improved literacy, language skills and an increased rate of commencement. Preschool studies have also shown an increase in reading and mathematics ability and in some cases extending into elementary school years. The social benefits of a preschool education have had an even longer impact on a child’s future behavioral issues. There is a vast amount of research that shows that â€Å"the early years of a child’s  development can influence future success† (Winter & Kelley, 2008), so federal and state â€Å"policy makers should not depart from preschool education models that have proven highly effective† (Barnett, 2008). It is important that in order for preschool programs, government-funded and public, to continue to be effective in child development, the need for well-designed programs is a must (Barnett, 2008). These well-designed programs must demand a high caliber of teachers that have formal post-secondary education in the area of early childhood development. Preschools should be prepared meet the needs of the variety of students from different backgrounds and be able to give children in need more of a priority (Barnett, 2008). More research on the impact of early childhood education is needed, due to the varying types of programs that are currently in place. References Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved September 12, 2012 from http://epicpolicy. org/publication/preschooleducation Barnett, W. S., & Yarosz, D. J. (2007). Who goes to preschool and why does it matter? Preschool Policy Brief, 15, p. 2. Retrieved October 8, 2012 from http://nieer. org/resources/policybriefs/15. pdf Belsky, J. , Vandell, D. L. , Burchinal, M. , Clarke-Stewart, K. A. , McCartney, K. , Owen, M. T. , & the NICHD Early Child Care Research Network. (2007). Are there long-term effects of early child care? Child Development, 78, p. 681–701. Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly. 25, 140-165. doi: 10. 1016/j. ecresq. 2009. 11. 001 Gormley, W. T. , Phillips, D. , & Gayer, T. (2008). The early years: Preschool programs can boost school readiness. Science. 320(5884), p. 1723-1724. doi:10. 1126/science. 1156019 Ludwig, J. , & Phillips, D. (2007). The benefits and cost of head start. Society for Research on Child Development, Social Policy Report. 21(3), p. 3-19 Mai, X. , Tardif, T. , Doan, S. N. , Lui, C. , Gehring, W. J. , & Luo, Y. (2011). Brain activity elicited by positive and negative feedback in preschool-aged children. PLoS ONE. 6(4), e18774. doi: 10. 1371/journal. pone. 0018774 Meyers, M. K. (2007). Child-care pay, child-care quality: Decent early childhood education requires well-trained and compensated educators. The American Prospect 18(12), A18. Pianta, R. C. , Barnett, S. W. , Burchinal, M. , Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest. 10(2), p. 49-88. doi: 10. 1177/1529100610381908 Pickens, J. (2009). Socio-emotional programme promotes positive behaviour in preschoolers. Child Care in Practice. 15(4), p. 261-278. doi: 10. 1080/13575270903149323 Reynolds, A. J. , & Ou, S. (2011). Paths of effects from preschool to adult well-being: A confirmatory analysis of the child-parent center program. Child Development. 82(2). p. 555-582. doi:10. 1111/j. 1467-8624. 2010. 01562. x Study of abbott preschool program finds positive effects. (2007, August/September). Preschool Matters. Retrieved September 28, 2010 from http://nieer. org/publications/preschool-matters-newsletters/volume-5-number-4 Williams, J.(2010). Assessment of quality preschool programming (Doctoral Dissertation). Retrieved September 28, 2012 from ProQuest. (UMI:3413253) Willis, C. A. , & Schiller, P. (2011). Preschoolers’ social skills steer life success. YC Young Children, 66(1), 42-49. Retrieved September 24, 2012 from http://search. proquest. com/docview/874155104? accountid=12085 Winter, S. M. , & Kelley, M. F. (2008). Forty years of school readiness research. Childhood Education, 84(5), 260-260. Retrieved September 12, 2012 from http://search. proquest. com. ezproxy. liberty. edu:2048/docview/210412708/fulltextPDF? accountid=12085.

Political economy Essay

Most people don’t think about their country’s economy unless it happens to be the nature of their business or unless it somehow directly or indirectly has an impact on the manner of living to which they’ve become accustomed. Economy is the financial circumstance of a country based on its level of prosperity which is determined by the success or failure of it business practices and dealings and proved by the lifestyle of its citizens. The economy is only as good as its management while management is only as good as its political economy. The political economy is a combination of economic and political factors that determine the methods of management or governing. Just what method of governing is best for a country’s economy remains a topic of debate. According to David Coates, â€Å"†¦capitalism as an economic form can be distinguished by the qualitatively distinct mixes of technologies, forms of business organization, characters of labor forces and state functions that come to predominate within it. (Coates) There are three methods of governing capitalism: market-led capitalisms, state-led capitalisms, and negotiated or consensual social capitalisms. The United States is an example of market-led capitalism. In this form, decisions are left to the discretion of private companies. While lucrative to the higher-ups within the company, employees are often only minimally compensated in the wages they earn and in industrial and social privileges. In this form of capitalism, the states involvement is constrain ed and extends only to creating and protecting the market. Ideals related to morality and business ethics are unique to individual companies and tend to be permissive. In state-led capitalism, decision making is left up to the private companies, but only after they’ve met with the approval of administrative leadership within the banking system. Japan is a shining successful example of state-led capitalism. In consensual social capitalism state regulations are minimal, but the political system supports the rights and welfare of the labor and allows them to cast their votes in decision making. Sweden and Germany are strong examples of consensual social capitalism. (Coates) Scholar, Milton Friedman contends that democracy and the rule of law are key factors that together, are instrumental in growing a strong economy. While research ratifies the benefits of property rights and the rule of law, it conveys ambivalent reactions towards the benefits of democracy. Stable property rights and an effective legal system are positive reinforcements, but even when property rights are unstable it doesn’t necessarily affect the economy adversely. Situations such as this tend to increase business activity. When the government spends money to help maintain and protect the rights of businesses, it can actually strengthen the economy. When regulations are tightened to the point that they hinder businesses and increase tax rates, it’s then that the economy is negatively affected. In a democracy, redistributions of income by means of land reforms and social welfare are implemented in order to alleviate social discord. When the governments response is exorbitant, this too will have and adverse affect on the economy. Democracy does have its flaws, but it has greater potential and is more favorable than that of an autocracy. (Robert J. Barro) In the context of rapid marketing and global integration, the consensus was that capitalism adversely affected the labor wages in countries with low labor costs. Brazil, however, has a renewed eagerness for capitalism. According to Arminio Fraga, with Gavea Investimentos, â€Å"Taken together, these things have created a new enthusiasm for capitalism, a feeling that the stockmarket is not a casino and that being part of the world economy is a good thing. (Sen) Their currency is strong and the economy is getting stronger. Companies have a more positive outlook in regards to international integration. The citizens of Brazil are also reaping the benefits. Although Brazil remains closed for the most part, they are reaping the benefits of their limited involvement in the international market. Despite the fact that Brazil is closed, it’s not unaffected by e conomic situations in the United States. A short time after the stock market crashed in 1929, Brazil’s democracy ended and a dictatorship rose up out of the dust. Brazil’s economy was hit again in the 1950’s when coffee prices soared in the U. S and again in the 1970’s when oil prices rose. It’s also been adversely affected by economic crises in other countries. Author, Sen sums it up this way, â€Å"Its politics are frustrating: corruption is rife in public life, violence widespread, illiteracy normal, poverty stubborn. And yet compared with the Brazil of old, this has the feel of a golden age. † (Sen) Trade liberalization has been a slow and steady process in Brazil. Attempts at policy reforms have met with road-blocks and often the progress that was made was lost. Despite setbacks, Brazil has made more progress in building an industrial base than other Latin American countries. They fought back against the debt crisis by pushing its exports. This move proved to be smart and effective in that it stopped the grouping of economic conglomerates. Other countries didn’t fair as well but, between 1982 and 1992, Brazil showed a trade balance of over $11 billion. (Schamis) The economy is gauged in various ways. Peter Gourevitch says, â€Å"Economic performance derives from political choices, social organization, culture, circumstances, history. † (Gourevitch) Investors measure the performance of the economy with specific indicators including the gross domestic product, job growth, consumer confidence, weekly retail sales, monthly retail sales, earnings growth rates, and the Institute for Supply Managements index. Some of these indicators, however, are determined by the spending habits of the citizens. Spending habits can also be a reflection of consumer confidence. When sales are up and the public is investing their money, it’s a fairly reliable indication that the economy is in good shape, at least from the people’s perspective. Unknown) The quality of life of the citizens should definitely be considered when gauging the performance of economy. Brazil’s economy is fairing far better now than it did for twenty years. Since 2004, the economy has shot up at a rate of 4. 5%. The economy is stable and growing. Paulo says, â€Å"In fact, for those excited by economic meltdowns and political turmoil, the place has become r ather dull. † (Sen) As recent as 2007, the stockmarket experienced growth by 44%. Overall, growth increased to 5. 4%. In comparison to Russia, India and China, one might think that Brazil’s economy is dormant and insignificant, but nothing could be further from the truth. Although out-ranked in size, Brazil’s economy is growing and strong. Once hounded by the persistent problems of inflation, debt and democracy, the country has successfully overcome them and now their economy is in good standing. Due to considerable reforms, Brazil’s corporate and financial future looks bright as well. Growth is fixed and holding. Inflation is no longer out of control and has stabilized. Foreign exchange has gradually increased and so has foreign investment. International reserves have also stepped up. Domestically speaking, retail sales have increased to 9. 7 percent and auto production has reached 13. 9 percent. The unemployment situation is improving and new jobs are being created. There has even been a rise in social mobility. Now, 49 percent of the population is in the ranks of the middle class compared to 32 percent 2002. Success has been a long time coming for Brazil. According to Mauro Leos, Vice President of the Sovereign Risk Unit, these achievements were reached by means of good luck and hard work.

Carl Linnasus Life and Achievements. Essays

Carl Linnasus Life and Achievements. Essays Carl Linnasus Life and Achievements. Essay Carl Linnasus Life and Achievements. Essay Carl Linneaus is the best-known Swedish scientist across the globe. He has left his mark in many ways places baring his name and even parts of the moon have been named after him he is even depicted on Swedish banknotes. The reason for his fame and his stamp on scientific history known as the Linnaean era is for his ambition to catalogue, organise and name the whole natural world. He is most recognized as a botanist but was also a physician and a zoologist who laid the foundations for the current scheme of nomenclature. He is known as the father of modern taxonomy and is thought as one of the fathers of modern ecology. Although best known as a botanist his scientific achievements expand into the mineral world and zoology. Always being curios about the complete natural world since a young age he wanted to know the whole map of nature. This mapping is the name convention known as the â€Å"binary nomenclature† that he himself introduced. Linnaeus published rule-books on the criteria of the system and after initially some resistance it has become not to just control natural history but influences other fields of science. Linnaeus based his science on a firm terminology, which formulates the concept of species and sets the broad dimensions of natural history. For example humans in this system are known as Homo Sapiens and are the primates class of mammals and Mammalia are all concepts from Linnaeus. In the early eighteenth century scientific name for species were already in Latin but most were often long and awkward. Linnaeus’ idea was to divide nature into separate groups based on sharing physical characteristics. Firstly there were the three kingdoms of plants, animals and minerals. Kingdoms were then divided into classes and then orders which were then split into genera, then species. Since then a few other ranks have been added, most notably phyla or divisions between kingdoms and classes. Groups of organisms at any rank are now called taxa or taxonomic groups. Linnaus gave all the plants that were known at that time a simpler Latin name which was in two parts; known as binomial The first part being the genus then the species. He gave binomials names to animals five years later and between 1753 and his death he named thousands of plants and animals this way. The binomial system was then adopted by other scientists and became the standard way of naming organisms. Linnaeus was also a pioneer in definting the concept of â€Å"race†. He proposed that inside of Homo sapiens were four subcategories. These categories were, Americanus, Asiaticus, Africanus, and Europeanus and were based on originally place of orgin and then later on skin colour. Linnaesus’ influence upon science is huge. His system of classification allowed for clear and easy description of plants, animals, minerals and forms for the basis for modern classificiation. His species Plantarum and systema naturae provide the starting point for the nomenclature of plants and animals respectively. Linnaeus identified ecology as a distinctive area of investigation emphasising on the interrelationships in nature as the â€Å"economy of nature† he was also one of the first naturalists to describe food chains. Throughout Linnaeus’ life he was driven by a lust for a nature and a passion and desire to understand how it worked. Today his legacy still remains and is used by many dedicated scientists driven by the same thing.

Verbs of Being Definition (English Grammar)

Verbs of Being Definition (English Grammar) In traditional grammar and pedagogical grammar, a verb that does not show action instead indicates a state of being. In other words, a state-of-being verb identifies who or what a noun is, was, or will be. Although in English most being verbs are forms of to be (am, are, is, was, were, will be, being, been), other verbs (such as become, seem, appear) can also function as verbs of being. Compare them with stative verbs, and contrast them with verbs of doing (dynamic verbs), or action verbs. Stylistic Advice: Avoid "Be" When You Can Unfortunately, to be verbs do not make for the most exciting writing to read when a piece is overloaded with them (buzzing with bes). Action verbs are stronger than to be verbs because they portray more imagery. Action verbs also make for more impactful, shorter sentences, as to be verbs often are found in passive sentences as well. Replace being verbs where you can, during your editing round of writing your piece. (The drafting phase is for getting your information organized and put together.) Not all being verbs or even passive voice can be avoided, of course, but where they can be replaced, your sentences will be livelier  and punchier and will flow more quickly. Improving Examples Compare the following sentences and their improvements: Jerry was working hard.Jerry worked hard.Mary is a big fan of Bach.Mary adores Bach. In the latter improvement, the verb was changed completely, to be more descriptive. Excising Passive Voice To get rid of passive voice, turn the sentence around and start with the doer of the action rather than the object of the action. See the difference between: Their house was invaded by bugs.Bugs invaded their house.The package was sent by Bob.Bob sent the package. Passive voice has its place, such as when the result is more important than who did the action. For example, The record low temperature was broken last night, after 104 years, or when the actor is unknown, such as in, Its recommended to have the furnace serviced once per year. (Though these sentences still could be revised out of passive by adding subjects and recasting them, such as We hit a record low last night, breaking a 104-year record and Manufacturers recommend having...) Hamlet's "To Be or Not to Be" One of the most famous being verb sentences surely is the famous soliloquy of Hamlets, in his eponymous Shakespearean play. Author Crystal Downing reminds us, though, that people need to take into account the fact that the speech is written in iambic pentameter when working out its meaning: When people pronounce Hamlets famous line, they usually emphasize the that, as though Hamlet cannot make up his mind about killing himself: To be, or not to be-

How a Behavior Intervention Plan Improves Bad Behavior

How a Behavior Intervention Plan Improves Bad Behavior A BIP, or Behavior Intervention Plan, is an improvement plan that lays out how an Individual Education Plan (IEP) team will better difficult behavior that is inhibiting a childs academic success. If a child cant focus, doesnt complete work, disrupts the classroom or is constantly in trouble, not only does the teacher have a problem, the child has a problem. A Behavior Intervention Plan is a document that describes just how the IEP team will help the child improve his or her behavior. When a BIP Becomes a Requirement A BIP is a required part of an IEP if the behavior box is checked off in the Special Considerations section where it asks whether communication, vision, hearing, behavior and/or mobility affects academic achievement. If a childs behavior disrupts the classroom and significantly interrupts his or her education, then a BIP is very much in order. Furthermore, a BIP is generally preceded by an FBA or Functional Behavior Analysis. The Functional Behavior Analysis is based on the Behaviorist Anagram, ABC: Antecedent, Behavior, and Consequence. It requires the observer to first pay attention to the environment in which the behavior occurs, as well as the occurrences that happen just before the behavior. How Behavior Analysis Gets Involved Behavior Analysis includes the antecedent, a well defined, measurable definition of the behavior, as well as a standard for how it will be measured, such as duration, frequency, and latency. It also involves the consequence, or outcome, and how that consequence reinforces the student.   Usually, a special education teacher, a behavior analyst, or a school psychologist will perform an FBA. Using that information, the teacher will write a document that describes target behaviors, replacement behaviors, or behavioral goals. The document will also include the procedure for changing or extinguishing the target behaviors, measures for success, and the people who will be responsible for instituting and following through on the BIP. The BIP Content A BIP should include the following information: Proactive Manipulation of the Antecedent.Teachers should consider whether they can structure the students learning environment in a way that will eliminate the antecedent. Making changes in the environment that will eliminate or decrease the things that may trigger a behavior permits the teacher to spend lots of time reinforcing the replacement behavior.Targeted Behaviors.Also known as the Behavior of Interest, a BIP should narrow the behaviors of interest to a few that may be interrelated, typically three or four or at the most.Reinforcement Plan.This plan provides a description of the proactive means of supporting replacement or appropriate behavior. A replacement behavior for calling out would be to raise their hand and a means of reinforcing or rewarding that activity would be part of the BIP.  Protocol for Addressing Dangerous or Unacceptable Behavior.This protocol may be called different things in a teachers district or state form, but it should address how to respond to dang erous behavior. Unacceptable should be defined, as it isnt to promote punishment when the teacher, bus driver, or paraprofessional is angry at a student. The purpose of the BIP is to keep adults away from reactive and counterproductive behaviors of their own, like screaming at the child or punishment.

Tourism industry Dissertation Example | Topics and Well Written Essays - 1250 words

Tourism industry - Dissertation Example are highly associated with the formation of strategies among the travel and tourism companies regarding the changing demography on travel and tourism industry? 3. What are the assessments of companies regarding the potential impacts of changing demography associated with their strategic formulations within the travel and tourism industry? 3. Literature review The following are preliminary results of survey of related literature. Competitive strategy Competitive strategy is everywhere especially in contemporary society where there is a need to implement strategic moves in order to respond to any significant changes. Like for example, in tourism and travel, organisations under this industry needs to substantially adapt to changes in the environment. According to Porter (1998), the formulation of competitive strategy is associated with understanding the current activity within the corresponding type of business, the actual event happening in the business environment, and the assessment of potential activities that every business should be implementing. In other words, competitive strategy is highly influenced by the actual business environment. Tourism has emerged as one of the fastest developing economic activity across the globe (Fayos-Sola, 1996; Koutsouris & Gaki, 1998). The fundamental objective of tourism has been recreation and relaxation to rejuvenate mind and body. In the changing times, while the basic concept has remained same, the modus operandi and mechanisms of providing customers with unique experience have changed. The changing demographic patterns of society are major elements of change that hugely influence consumer behaviour and have considerable impact on national economy and market imperatives. Awareness and knowledge about demographic trends... Holloway (2002: 205) says that the ‘scope of providing new attractions to feed the insatiable appetite of the tourist is never ending’. With advancing technology and increased income, the age group of 18-35 years is endowed with more buying. Mathieson & Wall, (1989: 39) have defined tourism as ‘total number of persons who travel, or wish to travel, to use tourists’ facilities and services at places away from their places of work and residence’. Tourism was hitherto an occasional family vacation which was self managed. But today the technology has redefined communication and transformed tourism into an industry that customizes experiences of its customers. Thus, lifestyle of GenX is not constrained by money and along with new gizmos, prefers new tourist destination which can satisfy their sense of adventure. Witt & Witt, (1995) propose that understanding consumer behaviour in tourism industry with regard to travel destination, special interest tours etc. have become major factors that must be identified and addressed. In the highly competitive environment, an in-depth analysis provides the industry with necessary information that can be exploited and customized to suit the changing preferences of the masses. The flexibility within the travel plans and the variety across the travel and recreation hugely facilitate in meeting the demands of the segmented market. In the tourism industry, technology plays very important role.